Discussion Threads

Transcripts of some of the discussions on
CYC-Net's email discussion group

Translate this page

Advocacy in the CYC field?

2015

Hello,

I am in my second year of studies at Mount
Royal University. Last year I did a fieldwork placement at a designated
special needs school and returned to the same placement for my year-long
practicum this year.

Last winter when I explained to the staff at
the school what a Child and Youth Care Counsellor was, and the role I
was assuming within the school, I got polite smiles, small nods, and
some blank stares. As a first year student I was still struggling at
being able to encapsulate all that CYCC is! (Though now that I write
this, I remember doing an exercise in my first semester that was "how do
you explain what you are to someone else" ...)

Upon returning to the school this year, the
principal happily introduced me to the new staff as one of their "CYCC
practicum students"! It seemed as if she gained a better understanding
of what CYCC work is, and what we can do in the school setting.
Additionally, I have noticed an improvement in the trust and freedom I'm
afforded when it comes to handling situations. I believe that this is
not (completely) personal - I think that as they came to know me, they
also learned more about my field. They benefit from having CYCC students
filing the gap between the teachers and on-site counsellors, and it
makes me wonder if other agencies might have similar needs.

I would love to read about the experiences
that others have had regarding advocacy for the field as a whole. We
speak so much about advocacy for the children, but could we do more to
advocate for ourselves?

I'm looking forward to hearing from the
different perspectives that the CYC-Net always contributes.

Kind regards,

Jacqueline
...

What a great illustration of getting both acceptance and enhancing
understanding. I see this as part of " earning the right to serve". By
providing both a description of what your role was and then through role
modelling you gave a living demonstration of what a CYCP is. This takes
time like any relationship.
Can we do more? Yes.

How ?

They are many ways. Two categories I would suggest
have to do with professionalization and our role in the work for social
justice.

Professionalization is under way in many provinces
and nationally through national educational accreditation, efforts to
get the profession legislated as a designated profession and the
establishment of a College for the oversight of the profession.

From a social justice perspective the example I
would use is from our own College. We are in year two of the development
of an alternative field placement in a Social Innovation Hub. Contained
within in it is a ' Restorative Place'. The intent is to allow students
the opportunity, using a social justice lens, to innovate solutions for
gaps that exist for others. This has lead to wide ranging projects such
as Family Resource Centre for College students, the development of a
community hub, a "Breathe Room" for students experiencing stress and
adversity, training Grade 5/6 peacemakers and providing team buildings
skills for the workplace for 15-29 years who are otherwise unengaged in
training or employment. Students also work as intrapreneurs within
existing systems and community partners to facilitate the systems’
capacity development.

To me, engaging in the work that relates to social
justice, which addresses larger systemic issues and contexts is a form
of and requires advocacy since many undertakings are lengthy. However
what it signals to the larger world is that CYCs are part of the
solution. It is one way of highlighting the potential of our role while
advocating for others.

Rick Kelly
...

Hi Jacqueline,

Thanks so much for bringing this up. Your timing is
impeccable!

I just wrote to the College of ECE’s today asking
that they consider allowing CYCs to register with the college.

I have been working part time in a local licenced
child care’s after school program in an elementary school here in my
community. There is an ECE and myself working with children ages 4-12, a
total of 21 of them. As per the rules and regulations, I am supposedly
not able to look after the preschool and kindergarten children on my
own. This poses a problem as in the group of 12 younger children, there
are 3 with very significant behaviour issues.

The after school program is to run as an
unstructured program, aside from certain times set aside for snack and
outdoor play. Reasoning behind this is that the children have been in
school all day and need a break from routine and structure. If only it
were possible. The children, especially the ones with behaviour issues,
obviously need at least SOME structure and would benefit greatly from
one-on-one or smaller group instruction and attention.

As we are specifically educated in behaviour,
emotional, developmental and social intervention, I believe that these
young people, and those around them would benefit greatly from the CYC
point of view.

I asked that we create a token system, for students
to track and help manage their positive and proactive deeds, manners and
attitudes, and created a tracking system to be hung in the classroom. I
was told by the ECE that I work with, that we are not allowed to use
reward systems.

It has been frustrating to say the least, as CYC is
not recognized by the daycare/childcare field in this situation, or for
registration with the College. Until we convince the government that CYC
work should also be a regulated profession, we have to keep promoting
and explaining our credentials, skills, and purpose.

Keep it up. We are very valuable resources to
individuals, families and communities alike. If we have to keep shouting
it out, we will. Just keep doing your job as well as you have been.
Actions speak louder than words so much of the time.

All the best!

Ally Smith
_____

THE INTERNATIONAL CHILD AND YOUTH CARE NETWORK (CYC-Net)
Registered Non-Profit and Public Benefit Organisation in the
Republic of South
Africa (031-323-NPO, PBO 930015296)